“ if you only read the book … you get the knowledge into your head once. If you talk about it, you get a more distinct memory of it, I think” (Emma, 11) This thesis shows how a novel by Maj Bylock, Drakskeppet, was used in education within thematic work, the Viking Age, among ten-year-olds and eleven-year-olds for five weeks. The aim of the project was to investigate if and how pupils create or develop an historical consciousness when they had written and talked about the text in a novel. The study examines and analyses how three pupils in particular look upon history and ‘time’ in this process and if identification with characters in the novel takes place. In the theoretical framework, which focuses on Judith Langer and her theories on ‘envisionment building’, that is on how children create text worlds , a general survey presents research findings about how children (10-12 years) interpret fiction. Furthermore the very complex construct of ‘historical consciousness’ is discussed. In the second part, the study is described and its results are discussed: When these children form their personal historical consciousness their focus on the past and the present is apparent, while they have few links to the future. From the way characters’ lives are presented in Drakskeppet these young readers notice social differences in this fictional society of the past. Even though they also see parallels with the time they live in, they often conclude that ”things were worse” in the past. Another result is that an historical consciousness is generally developed when children can emotionally connect to their own lives. A second conclusion drawn in the analysis of this project is that children should read fiction to learn about and understand History. In thematic work of this kind, pupils are offered opportunities to develop their reading and interpreting capacities even though the purpose of the work is the emergence of the pupils’ historical consciousness. It should be understood from this investigation, though, that reading without talking about the texts seems to have very little effect on how children develop their understanding of texts or an historical consciousness. / <p>Licentiatavhandling i litteraturvetenskap: alternativet Svenska med didaktisk inriktning</p>

本研究企圖從Rogers創新傳佈的觀點探討科技特質因子如何影響雜誌業採用新型態便利商店繳款單付費方式。研究採問卷調查法，有效問卷68份。統計分析結果發現：一、創新傳佈理論五項科技特質中相對利益、相容性、可觀察性因子與採用採用新型態便利商店繳款單付費方式之決策有關。二、決策階段之科技導入評估因子：選用程度、作業程度、補償程度與採用決策有關。三、科技特質因子與科技導入評估因子之間交互相關。四、不同雜誌組織對於便利商店付費方式有顯著不同差異。發行規模較小的公司(發行量低於一萬份或雜誌代理商)，反而願意投入掌握新市場。本研究建議未來可延伸以破壞性創新理論，繼續探討創新付費模式是否能使新進市場的媒介組織擁有優勢，對於未來數位內容、網路分類廣告等是否採用創新付費機制，都將具有啟發作用。 / The research uses Roger’s diffusion of innovation theory to explore how magazines adopt an alternative new payment method to sale magazines－using 7-11 chain stores barcode method. A total of 68 valid questionnaires were collected. The results support our hypotheses that the relationships exist between technology characteristics of the new payment method and the adoption; second, the organizational size and types of the magazine affect the adoption. The research suggests that future research consider using Christensen’s desruptive innovation theory to examine innovative payment models, especially in the area of digital contents and e- classified.

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Hemsidor är väldigt populära idag. Där finns mycket information som påverkar vårt sätt att handla, tänka och interagera. Samtidigt kan hemsidorna ha information som kan analyseras och tolkas på olika sätt med hjälp av olika teorier. Denna studie utgår från Bourdieus socialaklassteori och Basil Bernsteins teori om pedagogiska identiteter. Studien analyserar två gymnasiehemsidor. Bilden av den goda eleven studeras noggrant samt de olika stereotyperna på hemsidorna. Denna studie gör en diskursanalys av sexbilder som pekar på elevernas aktiviteter på två kommunala skolor och på skillnader mellan dem. Det gäller en kommunal gymnasieskola i centrala Stockholm ochkommunalgymnasieskola i en Stockholmsförort. Studien visar att det finns en polarisering mellan skolorna. Norra Real Gymnasium som är skolan från centrala Stockholm inriktar sig mot samhällets elitoch eleverna därverkar ha mer symbolisktkapital och haraktiviteter som utvecklardetta vidare. Tensta Gymnasium, som är gymnasieskolan iförorten,fokuserar mest på integrationgenom att göra aktiviteter som utvecklar elevernasätt att integrera sig i samhället. Det är ganska vaga aktiviteter såsomattklistra in olika färger frånhänderna på väggen. / Website pages are very popular today. There is a lot of information that affects our way of shopping, thinking and interacting. At the same time, the websites may have information that can be analyzed and interpreted in different ways using different theories.This study is based on Bourdieu's social class theory and Basil Bernstein's theory of educational identities. The study analyzestwo high school websites. The image of the good student is studied carefully as well as the different stereotypes on the websites. This study makes a discourse analysis of six images that points to the students' activities at two municipal schools and on differences between them. This applies to a municipal upper secondary school in central Stockholm and municipal upper secondary school in a Stockholm suburb. The study shows that there is a polarization between schools. Norra Real Gymnasium, which is the school from central Stockholm, focuses on society's elite and the students there seem to have more symbolic capital and have activities that further develop this. Tensta Gymnasium, which is the secondary school in the suburb, focuses most on integration by doing activities that develop students' ways of integrating themselves into society.It's quite vague activities like sticking paper hands of different colors on a wall.

De centrala stödteamen som studerats i denna studie är ett komplement till den lagstadgade verksamheten i sina respektive kommuner i arbetet med elever som utmanar i skolan och /eller är i problematisk skolfrånvaro. De studerade teamen arbetar på uppdrag av socialförvaltningen, Barn och ungdomsförvaltningen eller en kombination av de båda. Studien är gjord med den grundade teorin som metod och med ett socialkonstruktionistiskt perspektiv då både metod och teori lyfter informanternas upplevelse av sin verklighet. Syftet med denna studie är att analysera de framgångsfaktorer men även hinder som några studerade centrala stödteam upplever i arbetet med elever i problematisk skolfrånvaro. Det som framkommer i studien är att de studerade stödteamens konstruktion och centrala styrning där genom att verka på alla skolor i en kommun gör det möjligt att använda sig av både de bemötanden och förutsättningar som presenteras i studiens resultat.De framgångsfaktorer som framkommit i studien som också är studiens main concern är uppdelade i två huvudgrupper. Den ena är Framgångsrika Bemötanden där några nyckelkategorier blivit centrala. Dessa nyckelkategorier är; Icke-dömande, Respekterande, Inlyssnande, Förstående, Icke kravsättande, Avlastande, Samarbetande, Samordnande samt Relationsskapande. De studerade teamen menar att det inte går att prioritera dessa kategorier, men att Icke-dömandet är en förutsättning för de övriga. Den andra huvudgruppen är Gynnsamma Förutsättningar. Denna huvudgrupp delas in i: Tid, Kompetens och erfarenhet, Likvärdighet, Upparbetade relationer, Intensivvarande samt organisation. I studien har också framkommit hinder i de studerade teamens verksamhet. Dessa framkommer i olika grad samt på olika sätt för de studerade teamen, men har sammanfattats i några faktorer; Sekretess, Bedömda/dömda pedagoger-ledning, Dömande personal, Komma in i “slutna hem” samt Ekonomi. Dessa hinder menar de studerade teamen kan bromsa upp effektiviteten i både tid och insats i ett ärende de verkar i. Den organisatoriska lösningen där både socialtjänst och skola samverkar är den konstellation som enligt de studerade stödteamen är den bästa och då i kombination med att det i teamet finns både lärare som kan tala skolans språk och även tala med skolan utan att upplevas okunnig eller oförstående. Detsamma gäller anledningen till att socialtjänsten är representerad med en socionom som kan möta socialtjänsten på samma sätt. / The central support team in this study are a complement to the ordinary work with students that is challenging the school or/ and are in problematic school absenteeism. The study uses the grounded theory as method and a social constructive perspective when both method and theory explain the informers experience of their own reality.  Studien är gjord med den grundade teorin som metod och med ett socialkonstruktionistiskt perspektiv då både metod och teori lyfter informanternas upplevelse av sin verklighet. The teams that been studied are initiated by the social department, the school department and some by a mix of them both. The mix are de model that all teams meant was the most successful and best suited constellation with a teacher and a social worker, working together. The reason with this opinion is that the team in the study explains it with the credibility that teacher are better suited to talk with the school and the social worker are better suited to run the communication with the social services. The purpose with this study is to reveal the factors of success in some central support teams work with students in problematic school absenteeism, and also unveil the obstacles that the studied support team could meet in their work with these students. What the study shaws is that how the studied team were constructed with their professions and the fact that they are under a central control and not are tied to one separate school or area were the main factor that allows both the factors of success and the favourable prerequisite that is the two main concerns with this study to work.The factors of success that appeared in the study are represented by two main concerns, the first one is the Personal treatment meeting with people. Some key categories that construct this factor of success are None-judging, Respecting, In-listening, Understanding, Not demanding, to unburden, Cooperating, Coworking and Relation construction. The teams in the study point out that there is impossible to prioritize these categories, but the None-judging behaviour is the prerequisite for the others.The second main concern is the favourable prerequisite for the teams to work. This main consern is divided in; Time, competence and experience, comparability, already done relations, intensity being and organization. The team in the study have an agreement in that it is these categories that divide them from the ordinary work whit students in problematic school absenteeism in their municipalities and that is their strikingness that is the key to make the factors of success to work.In this study there also appeared some obstacles in the work for the teams. These obstacles appear in different grade and different ways for the team in the study, but are concluded in the key categories, Confidentiality, judged/ condemned school personnel, Judgemental personnel, to enter closed homes and economy. These categories the team in the study are factors that can inhibit their work and make it less efficient over time and in effort and also are results presented in the study.

No description available.

Cette thèse s’inscrit dans le champ des études sur les fictions de la fin du monde. J’y explore la question suivante : pourquoi existe-t-il autant de romans et de films racontant la fin d’un monde, et si peu la fin du monde ? En effet, la plupart des fictions dites de « fin du monde » mettent en scène la menace d’une catastrophe évitée, ou une destruction partielle, ou encore un univers post-apocalyptique habité de survivants. L’anéantissement total et définitif de l’espèce humaine, quant à lui, constitue rarement le dénouement de ce type d’œuvres. Ce déséquilibre s’explique en partie par le fait que ces œuvres représentent davantage le renouvellement du monde que sa disparition. Mon hypothèse est que nombre de ces récits de la fin héritent d’un imaginaire, d’une structure, de thèmes, de motifs, etc., provenant du mythe du déluge tel qu’il s’est développé dans l’Antiquité (entre autres dans sa version biblique), lequel symbolise la refondation et la transmission, et non l’anéantissement. Dans le premier chapitre, je propose une exploration de différents concepts et théories permettant de mieux définir les romans et les films de la fin du monde : les dispositif et contre-dispositif de Giorgio Agamben ; la conception des mythes de René Girard (principalement pour les notions d’indifférenciation et de bouc émissaire) ; le décalage prométhéen de Gunther Anders ; le catastrophisme éclairé de Jean-Pierre Dupuy ; les deux raisonnements mythologiques opposés identifiés dans les récits antiques de la fin du monde par Christine Reungoat-Dumas. Dans le deuxième chapitre, j’étudie d’abord comment le thème de la transmission s’articule dans quelques mythes antiques du déluge, avant de proposer un canevas général des mythèmes constituants. À partir de cette délimitation, je procède ensuite à l’analyse de trois mythèmes (la crise indifférenciatrice ; l’abri ; le lâcher d’oiseaux) dans un corpus de romans et de films des 20e et 21e siècles. Cette analyse permet de faire ressortir l’importance du thème de la transmission (de gènes et de mèmes, donc de réplicateurs). La transmission reflète un besoin de transcendance qui définit, oriente, ou du moins colore, pratiquement toutes les œuvres de la fin du monde. Dans ce contexte, la littérature, objet de transmission, peut être appréhendée comme une « arche métaphorique ». Le troisième chapitre se concentre sur l’analyse d’une œuvre, la trilogie MaddAddam (Oryx and Crake ; The Year of the Flood ; MaddAddam) de Margaret Atwood. J’y avance que cette œuvre prend la forme d’une épopée, dans laquelle on assiste à la mise en scène de sa propre écriture. Cette mise en abyme démontre bien que la trilogie, tout en étant une œuvre de fin du monde, raconte également la naissance d’un nouveau monde : l’épopée intradiégétique qui s’y compose tente d’immortaliser une partie du passé et d’orienter le futur. La littérature, sous la forme de cette épopée, figure ainsi une arche qui relie les mondes pré-apocalyptique et post-apocalytique de l’œuvre d’Atwood. / This thesis falls within the field of studies pertaining to end-of-the-world works of fiction. In it, I examine the following question: why are there so many novels and films about the end of a world, and so few about the end of the world? Indeed, most of the so-called end-of-the-world fiction portrays the threat of averted catastrophe, a partial destruction, or a post-apocalyptic universe inhabited by survivors. The total and final annihilation of the human species, on the other hand, is seldom the outcome of this type of work. This imbalance is partly explained by the fact that these works represent the renewal of the world rather than its disappearance. My hypothesis is that many of these stories inherit their imagery, structure, themes, motifs, etc., from the flood myth as it developed in antiquity (notably in the biblical version), which symbolize refoundation and transmission, rather than annihilation. In the first chapter, I offer an exploration of different concepts and theories allowing to better define the novels and films dealing with the end of the world: the apparatus and counter-apparatus of Giorgio Agamben; the conception of myths by René Girard (mainly, the notions of indifferentiation and scapegoating); the Promethean shift of Gunther Anders; the enlightened catastrophism of Jean-Pierre Dupuy; the two opposing mythological reasonings identified in ancient end-of-the-world narratives by Christine Reungoat-Dumas. In the second chapter, I begin by studying how the theme of transmission is elaborated in some ancient flood myths, before presenting a general outline of constituent mythemes. I then proceed to analyze three mythemes (the crisis of indifferentiation; the shelter; the release of birds) in a body of novels and films from the 20th and 21st centuries. This analysis highlights the importance of the theme of transmission (of genes and memes, and therefore of replicators). The transmission reflects a need for transcendence which defines, orients, or at least colors, practically all the works dealing with the end of the world. In this context, literature, an object of transmission, can be understood as a “metaphorical ark”. The third chapter focuses on the analysis of the MaddAddam trilogy (Oryx and Crake; The Year of the Flood; MaddAddam) by Margaret Atwood. I suggest that this work takes the form of an epic, in which we witness the staging of its own writing. This mise en abyme clearly shows that the trilogy, while being a work about the end of the world, also tells the birth of a new world: the intradiegetic epic composed therein attempts to immortalize a part of the past and to shape the future. Literature, in the form of this epic, thus symbolizes an ark that connects the pre-apocalyptic and post-apocalyptic worlds of Atwood’s narrative.

No description available.

<p>This dissertation is an attempt to study and comment upon the text of Aeneid 11. In so doing it has been necessary to trace the literary origins of the characters concerned in the hope that this would give some consistent direction to their characterization.</p> <p>Since the world's first historians had been Greeks who had associated history with epic poetry,considering that "history owed its technique and its very existence to Homer and other Greek poets" and that "Athenian tragic drama in the fifth century B.C ... also influenced Greek historical writing" (M.Grant. The Annals of Imperial Rome,10), history and poetry were inextricably woven together as Virgil's Shield of Aeneas clearly indicates (Aeneid 8.626 ff.). That this rapport would have some bearing upon Vergil's work is an aspect noted by a number of scholars who see the Aeneid in terms of allegory,a point of view which I have attempted to explore in treating Aeneid 11.</p> <p>In assessing Vergil's major heroes and his heroine Camilla,it was necessary to evaluate both descriptions and behaviour patterns of other major characters throughout Vergil's epic.As a result of this,my awareness of Vergil's knowledge of ambiguous writing techniques grew and it seemed to me that a subtle manipulation of mythology and Roman history would provide an excellent vehicle for both characterization and narrative of outstanding personages of Vergil's own era.</p> <p>Vergil's deliberate yet sensitive treatment of his major characters,his variatio in the use of typology,his highlighting of motivation and interests,of the horrors of war in which the young and frequently the innocent suffer on both sides,his recording of public debates between prominent politicians and pen portraits of regal furiosae,all find their counterparts in the period of civil strife which ensued after the assassination of Julius Caesar. The sympathy and humanitas of Vergil for all concerned,mirrored in his generally successful attempt to write aequo animo,might be summed up in Aeneas'desperate groan as he views the battle-scenes and carnage depicted on the walls of Juno's temple at Carthage: sunt lacrimae rerum et mentem mortalia tangunt (Aen.1.462).</p> / Doctor of Philosophy (PhD)

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.